What question would best encourage higher-level thinking when solving the problem 650*45?

What question would best encourage higher-level thinking when solving the problem 650*45?

• A. What is the sum of 650 and 45?
• B. What methods can be used to estimate 650*45?
• C. Explain how to solve for the product of 650*45
• D. What is the closest multiple of 100 to 650?

Answer: (C)

The question that promotes higher-level thinking in solving the problem 650*45 is the one that asks students to explain how to solve for the product of 650*45. This encourages deeper understanding as it requires students to articulate their reasoning and thought process in arriving at the solution. By explaining their approach, students are pushed to consider various strategies they might use, such as breaking the numbers down into more manageable parts, utilizing properties of multiplication, or exploring multiplication algorithms. This kind of question simultaneously engages students in critical thinking and self-reflection about their mathematical practices. It allows them to identify and articulate the steps they took, fostering a more comprehensive grasp of multiplication concepts. Meanwhile, other options focus on simpler or less complex tasks that do not require the same depth of analysis or reasoning. For instance, estimating or finding a sum does not engage the student in the same rigorous examination of problem-solving techniques.

The question that promotes higher-level thinking in solving the problem 65045 is the one that asks students to explain how to solve for the product of 65045. This encourages deeper understanding as it requires students to articulate their reasoning and thought process in arriving at the solution. By explaining their approach, students are pushed to consider various strategies they might use, such as breaking the numbers down into more manageable parts, utilizing properties of multiplication, or exploring multiplication algorithms.

This kind of question simultaneously engages students in critical thinking and self-reflection about their mathematical practices. It allows them to identify and articulate the steps they took, fostering a more comprehensive grasp of multiplication concepts. Meanwhile, other options focus on simpler or less complex tasks that do not require the same depth of analysis or reasoning. For instance, estimating or finding a sum does not engage the student in the same rigorous examination of problem-solving techniques.